National schools—British and foreign societies—Sunday schools—Observations. * * * * * Southey. * * * * * Although it has been the special design of the present work to speak of the first efforts of art in assisting the proper development of the mental and moral faculties, I shall take the liberty of indulging in a few remarks on the methods at present adopted in the more advanced stages of education, as seen in our National and Sunday Schools. I need, I am sure, offer no other apology for so doing, than the fact that it is in these institutions the infant poor must complete their education; it is in these schools, the budding faculties must either ripen or perish; and the moral principles become confirmed or weakened. Certain I am, that it is the wish of all concerned in these praiseworthy institutions to do their best for the attainment of this object—the welfare and improvement of the rising generation of the poor classes; and therefore I the less reluctantly offer a few thoughts on the subject, which it is my humble opinion may not be altogether useless. With regard to National Schools, I must say, there is too much form, and too little of the spirit of instruction to be found in their management: the minor faculties are attended to in preference to the higher ones; it is the memory alone which is called into action; the understanding is suffered to lie in a state of torpid inactivity. Their lessons, their plan of using them, and their discipline altogether, are of that monotonous nature, that the children always seem to me to be dosing over them. I know it will be pleaded that the number to be taught at once, renders this defect unavoidable; that it is impossible to teach a large body of children, in such a way as to secure the attention and activity of the whole. And it is so far true, as to its being impossible to detect and reform every idle pupil, who finds an opportunity of indulging his idleness in the divided attention of his teacher; but I do think, if it be impossible to cure the evil, it may be in a great degree prevented. Make your system interesting, lively, and inspiriting, and your scholars will neither be able nor willing to slumber over it. Every one knows what an effect is produced on the physical faculties by a succession of the same sound; for instance, by the long continued chiming of a single bell; it induces a drowsiness which we find it impossible to resist, except by turning our attention to another thing; but let a number of bells strike out into a merry peal, how quickly we are aroused, how lively we become, whilst their various changes secure the attention and interest which their pleasing and spirited tones first excited. And just so it is with the mind in the matters of education; you must give a variety of tones, a newness of aspect to your lessons, or you will never be able to keep up a lively attention in your scholars. For this purpose I would particularly recommend to the attention of all concerned, the chapters in this volume on geometry, conversation, pictures, and likewise that on the elliptical method. By adopting the plan recommended in these chapters, the children will have something to do, and to do that something they must be active. The first object of the teacher is to excite a thirst for knowledge; not to pour unwelcome information into the mind. It will probably be said, that however well adapted the plan recommended may be for the infantine scholars for whom it was designed, yet, it does not follow that it may be equally advantageous for those of a more advanced age; and if by this it is meant, that the very same lessons, &c., are not equally applicable in both cases, I perfectly agree with the truth of the objection; but it is the principle of education that I recommend, and would affirm to be as applicable to children of the most advanced age, as to those of the youngest. And I may further add that unless this is done, these schools will not be in a proper state to receive our children, so as to carry on the cultivation of all the faculties, instead of the memory only. It is not sufficient to store the memory, we must give employment to the understanding. It is not sufficient to talk to the children of piety and of goodness; we must present them with a living example of both, and secure, as far as possible, an imitation of such example. As applicable to Sunday Schools, I would particularly recommend the use of picture lessons on scripture subjects, for the use of the junior classes, to be used as a sort of text for conversation, suited to the state of their mental faculties. I am convinced that the knowledge acquired by this method is likely to make a deeper and more lasting impression, than that imparted in a less interesting mode. Nor should the lessons on natural history be neglected, in my humble opinion, in the system of Sunday School instruction; inasmuch as the more the children know of the wonders of creation, the greater must be their reverence of the Almighty Creator; in addition to which it will enable the teachers to supply variety, a thing so agreeable, and, indeed, indispensable, in the instruction of children. For these reasons, I think it could not justly be considered as either a misemployment or profanation of the Sabbath-day. For the elder children, moreover, it would be advisable to have occasional class lectures, simplified for the purpose, on astronomy, natural history, &c.; and although it might be unadvisable to occupy the hours of the Sabbath-day with the delivery of them, they might be given, on some week-day evening, and should be made the medium of reward to good behaviour; such children as had misbehaved themselves being proscribed from attending. When thus seen in the light of a privilege, they would not fail to be interesting to the little auditors, as well as conducive to good behaviour. Sunday Schools should not be too large, nor should children remain in them too long. I have observed some instances, when this has been neglected, of choices being made, and connections formed, which must be often very prejudicial. It is with some degree of reluctance and apprehension, I touch upon another topic—that of religious doctrine. As schools for gratuitous instruction have been established by most of the religious sects extant, it is obvious that some dissimilarity of sentiment on religions subjects must exist, as imparted in such schools. Let it not be supposed, that I would cast a censure on any religious body, for establishing a school devoted to such a blessed purpose. On the contrary, I rejoice to see, that however various their theories may be, their opinion of Christian practice, as evinced in such actions, is the same. But one thing I would say, to each and to all, let a prominence be given to those fundamental truths of love and goodness which Christianity inculcates. Let the first sounds of religion which salute the ears of infancy, be that heavenly proclamation which astonished and enraptured the ears of the wakeful shepherds, "Peace on earth and good-will towards men." It was the herald-cry by which salvation was ushered into the world, and surely no other can be so proper for introducing it into the minds of children. I must candidly own, that I have occasionally witnessed a greater desire to teach particular doctrines, than the simple and beautiful truths which form the spirit of religion; and it is against this practice I have presumed to raise a dissentient voice. The conductors of schools, in connexion with the British and Foreign School Society, have generally spoken more highly of the Infant System than others, and this is certainly to be attributed to more congeniality, since in them the mental powers are more fully exercised, and there is a greater variety in the instruction given. The only objection I can discover to them, is one that lies equally against the National Schools—I mean the opportunities afforded for monitorial oppression; but this may be obviated in both cases by the judgment and vigilance of the teachers. It should be added, that schools of both kinds demand occasional inspection from those intimately acquainted with the systems avowedly adopted, as they appear very different in different places. I will only mention further on this topic, that many schools are too large. No Infant School, I conceive, should exceed 200, nor should a National or British and Foreign School exceed 400, when under the care of one master. One half of these numbers would be much better than the whole, and tend greatly to the success of the schools; but funds are so difficult to raise, from the apathy shown by persons in general to the instruction of the poor, and therefore the schools are so few in number, that it is absolutely requisite to place as great a number of children as possible under one master, that expense may be saved. When will this sad state of things be changed, and the country at large see that the noblest object it can ever attempt is, to rear up its whole population to intelligence, virtue, and piety? In conclusion, I would observe, that as the foregoing remarks have been kindly made, in such a manner, it is my hope, they will all be received. It is most gratifying to me to be able to add, that since the above remarks were written, great improvements have been made in National Schools, a large portion of the public attention has been lately drawn to the subject, and it is almost universally admitted that the present system is capable of considerable improvement. This must be gratifying to those persons who have borne the heat and burthen of the day. The National Society are taking measures to improve their systems, and also by forming Diocesan Societies to establish Normal schools for the instruction of teachers on improved principles throughout the country. I would to God the Church of England had done this long ago; she would have had fewer enemies, and could now have put on a bolder front. I trust in God that even now it is not too late, and that circumstances may transpire to render her efforts in this sacred cause doubly effective. She has lately made a noble stand in defence of principle; this will have its proper effect; but she must not stop there, for the enemy is in the field; and though he is quiet for a time, the many-headed dragon is not crushed. The utmost vigilance will be necessary to counteract the wiliness of the serpent; real improvements in education must be adopted; the books used in her schools must be revised and improved; a larger amount of knowledge must be given to the poorer portion of her sons, and then a beneficial reaction will not be far distant. She has done much, but she has much more to do. If she does not pre-occupy the ground, there are others that will. Dependence upon the Divine Will, sound discretion, and Christian principle, must be her guide; goodness must be her fortress, and truth her finger post, and then I for one perceive that she will not fail, for the bulk of her people are still favourable to her, and will rise up in her defence, when their assistance is required; and if I mistake not the signs of the times, there will be work for the thinking portion of the laity soon cut out, work which I fear the clergy cannot, or will not do, but which, nevertheless, must be done. God grant that it may be done well, whoever may be the instruments. |